School: MAINIT ELEM.

Grade Level: VI
GRADES 1 to 12 Teacher: JEFFY D. GREGORI Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: FEB. 20-24 (WEEK 2) Quarter: 3RD QUARTER

I. OBJECTIVES MOND TUESDAY WEDNESDAY THURSDA FRID

Content Standard
AY Y AY
The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the conventions of standard
English grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication to respond back

Performance Standard The learner…

Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively Uses linguistic
cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a variety of audiences and
purpose.
Uses a variety of strategies to provide appropriate feedback

Learning Competencies EN6LC-IIIa-2.2 Note significant EN6RC-IIIa-3.2.8 Distinguish text EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness
details in the story type according to purpose and sentence for a specific purpose and composition using an when communicating with others
EN6OL-IIIa-1.27 Provide evidences language features through audience outline/other graphic
using opinion enumeration -asking permission organizers

II. CONTENT Noting significant details in the Distinguishing text type according to Relaying Commands and Request Using Organizing Ideas Using Graphic Aids Show tactfulness when
story and express opinions using purpose and language features Indirect Discourse communicating with others.
evidences. “The Boastful Shrimp” through enumeration
“The Fox in the Well”

III. LEARNING Elementary English p. 309 Pictures, copy of the selection

RESOURCES
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Elementary English pp.303-307 Elementary Elementary
A copy of the story, The Fox in the Laptop, LCD projector,
A copy of the story “The English pp.239- English pp.423-
Well, short stories powerpoint presentation
Boastful Shrimp”, a 244 429
Laptop, LCD projector,
tablespoon, charts Comic strips, flash cards, Show Me Boards Graphics organizer, map or globe
powerpoint presentation
Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint
presentation presentation presentation
Recapitulation of the previous Review the summary of the story that Recapitulation on the characteristics of a -What is the difference -What is a graphic organizer?
lesson on the Varieties of was read yesterday. fable. between a command and a
Sentences; request? -How does it help the beginners to write
-Compound Sentence -What important values did you get What is the purpose of the fable? - The command plainly gives an a selection?
-Simple Sentence from the story? order while a request asks a favor to
-Complex Sentence What is the most important lesson do or act at a certain task. Why should we be familiar with
With the use of proper conjunctions. you learned from the selection? graphic organizers?
-What is a direct and indirect

B. Establishing a purpose for the
lesson
The teacher shows a spoon
-It is used for eating. Aside from it is
used as eating utensil, it can be
used in several ways. Give some of
its uses.
Examples: ice cream scooper,
taking in medicines, can opener, as
a pestle etc.
Recall an instance in your life when
you did a certain thing without
thinking of the consequences.
What do you think will happen if you
did a certain thing without thinking of
the consequences?
Have the pupils relate their experiences.
Use flash cards/show me boards. Write R
if the statement states request and C if it
shows Command.
1. Listen attentively.
2. Please keep your things in order.
3. Avoid making too much noise.
4. Stop going around please.
5. Observe silence.
discourse?
1. John said, “wash the dishes Anna.”
-John ordered Anna to wash the
dishes.
2. “Please give me a piece of
advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct and
indirect discourse?
In the reported command, the
verb “said” is not used, instead,
“told”. The word “to” is added
before the verb.
-In reporting request, the verb
“asked” or “requested” is used
instead of “told”
. The word “please” is dropped.
Show a video clip about the Show a picture of a true friend.
children from the different parts
of the world. Let them share -Do you have a friend?
opinion.
-What do you like most about your
-Compare the Filipino Children with friend?
the Children of the world.
-What do you dislike about him/ her?
-The teacher presents a semantic
web. What word can you associate If you want to say an honest
with the word CHILDREN? mistake of your friend how do you
do it?
Enhance vocabulary words through
body language.
-Play a game: Simon says. (Teacher
uses command or request.
CHILDREN
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more

1. Go to the wash room.

-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.

B. Fore legs

C. leap

D. Without the second thought

 Answers may vary.
Unlock vocabulary words. Match
column A with column B and write
the letter of the correct answer.

A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a
Japanese
lose robe
fastened
with a sash
f. a long scarf
of silk worn
wrapped
about the
head and
shoulder and
sometimes
over face
C. Presenting B. Do you have a pet? Share a -Have you seen a Ask the pupils to read and analyze the A. Motive Questions: A. Motive Question:
examples/instances of the new heroic deed it has done for you or fox? (Yes/ Not yet comic strip. 1. How do children from around Why do we need to be tactful all the
lesson for others. Unlocking of Difficulties: the world differ from each time?
Synonym hunt through multiple other?
choice. Encircle the letter of the -What are the qualities of the fox in Mother: “Lock your room before 2. How do children differ in
correct answer some common stories? leaving, Jim”. complexion.
1. The sharp protrusion of a (Often times fox is wise and bad) 3. How do you compare the
shrimp is used to fight against its Jim: “Yes, Mother”. clothing’s of the children from
enemies. -Let us find out if the fox is still the fox around the world?
a. a part of the body that is pointed
b. a part of the body that is hidden.
c. a part of the that is plain.
d. a part of the body that is dull.
2. Nothing can pierce an iron
shield even an iron sword.
a. to rip of c. to crush
b. to spin d. to go through
3. The beautiful white pearl is
glistening under the rays of the sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off
his knowledge about martial
arts.
we have known before. Rina: Mother told Jim to lock his door 4. Can you make distinctions as
before leaving. the types of houses in which
children from around the world
lives?
5. What do they have in common?
Ms.Aguila: “Please polish the floor,
Mang Ambo.”
Mang Ambo: “Yes Maám”.
Ricky: Ms. Aguila requested Mang
Ambo to polish the floor.

D. Discussing new concepts
and practicing new skills #1
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that the
story titled the Boastful Shrimp?
The teacher uses the popcorn
reading strategy while the other
pupils listen very carefully
The Boastful
Shrimp
Once there was a shrimp who
thought he was the most handsome
shrimp in the world. In fact, he
believed that he was more
handsome than any other creatures
on earth.
“Just look at my sword,” he
proudly told the other young
shrimps, pointing to the sharp
pointed protrusion at the end of his
nose. Of course, as far as shrimps
were concerned, the end of the
nose was the most natural place for
the sword to be.
“And look at my thick, smooth
shield,” Like other shrimps he
carried his shield,” he would
continue. “Nothing can pierce the
shield,” like other shrimps he carried
his shield on his head. All he
needed to do to show off his head
was to hold his head high.
“You are indeed a handsome
shrimp,” said an old experienced
shrimp. “But you are just reaching
adulthood and have had no
experience of the world. Do not
display yourself too much or else
one of those humans might grab
you,” said the old shrimp pointing
with one of his many legs to a young
man swimming nearby.
“Grab me? Who? That soft-
skinned two – legged creature?
“scoffed the young shrimp. “He
Read the story.
The Fox in the Well
A fox once fell into the well. He
tried to jump out but each time he did,
he fell back down.
By and by a goat passed by.
Looking into the well, he saw the fox.
“Hello,” he called. “What are you
doing down there?”
“Drinking some water of course!”
replied the fox. “Is it good?” asked
the goat.
“Good? It is the best water I ever
tasted in my whole life,” answered the
fox, drinking a gulp of water.
Without a second thought, the
goat jumped in. After drinking some
water, he looked about for a way to
get out of the well. “How do we get
out of here? “he asked the fox?
“I know what we can do,” said the
fox. Looking at the goat from the
corner of his eye. “Stand on your hind
legs. Plant your fore legs firmly
against the side of the well. I’ll climb
on your back, and I’ll step on your
horns. Then I can get out. When I’m
out, I’ll help you get out too.”
“That’s a good idea!” said the goat
happily as he did what the fox told
him to do.
The fox climbed on the goat’s back
and horns. Then he jumped out of the
well and started on his way.
“Hey!” shouted the goat. “Help me
out of here. You promised to help
me.”
“You silly goat,” said the fox.
What kinds of sentences were used?
-Study the charts of direct and
indirect discourse
-Differentiate a direct and indirect discourse.
-Differentiate command from request
based on their usage.
Point out also their similarities.
Read the poem:
Children Around the
World (by Jo
Feniford)
Some children are brown like newly
baked bread,
Some children are yellow and some
are red,
Some children are white and some
almost blue,
Their colors are different, the
children like you.
Some children wear sweaters and
some rebozos
Some children wear furs and some
kimonos’
Some children go naked, and wear
only their queue,
Their clothes may be different, the
children like you.
Some children have houses of stone
in the streets,
Some lived in igloos and some lived
in fleets,
Some lived in old straw huts and
some in new,
Read the dialogues.
Joana: Hey, Susan! It smells stinky,
Is that you Susan!
Susan: No! (She cried and ran outside.)
Joana: Oh! I don’t mean to hurt you, I
just want to be frank!
B.
Frieda: Hi, Jenna. Can we talk outside?
Jenna: Sure! Perhaps it is a very
important matter right?
Frieda: Yes Jenna. I am your friend
and I am concern about your wellness.
Being a teenager we must be concern
with our personal hygiene. Taking a
bath everyday will help a lot. It is more
of loving and respecting ourselves.
Jenna: Thank you Frieda, indeed you
are a true friend. Thank you, and I
appreciate it very much.
Comprehension Check:
How did Susan react to
Joana’s statement?
Do you think Joana’s action is
right? If you were Susan, will you
feel the same?
In the dialogue B, How did
Frieda approach Jenna?
Did Jenna got angry? Did she feel
does not even have a proper You should have thought of that
shell. He has those funny little before you
bits of shell on the
ends of his fingers and toes, which do
not protect him at all, as far as I can
tell. All I need to do is stab him with
my sharp sword, and that will be end
of him. Someday, he and other two-
legged humans will look at me and
admire me!” said the young shrimp.
“Well if you won’t listen to my
advice,” said the old shrimp, “you
will have to learn your lessons the
hard way.”
The young shrimp soon forget
about the old shrimp’s advice. He
continued his habit of looking for
groups of other young shrimps his
age and showing off before them. He
would engage in shrimp gymnastics,
bending his body this way and that,
to let them see how strong his
muscles inside his beautifully
glistening white shell, which hardly
had any dark dots or lines on them,
unlike the other shrimps around him.
One day, a fishing boat passed
by, with fisherman on board looking
for a good catch. The boastful
shrimp saw his chance to display
his athletic form before them. He
swam to the surface of the water.
The fisherman saw him.
They cast their net and in a few
minutes, the boastful young shrimp
was caught in the net, along with
other shrimps and fish.
That day, at lunch time, the
boastful shrimp was seen on the
end of a barbeque stick, his shell
now in beautiful colors of pink, red
jumped in. Next time, look before embarrassed? Why?
you leap.” Their homes may be different, the If you were Jenna, will you get
children like you. mad at Frieda?
-Answer the Comprehension Check. Why?
Some children are Finnish, and If you will choose between Joana
1. Where did the story happen? some from Japan, and Frieda, who will you choose?
Why?
2. Who fell into the well? Some are Norwegian and some
from Sudan.
3. Who jumped into the well?
Oh yes, we have children in valley,
4. Why do you think the goat believed or pike,
the fox? Explain.
Their countries are different-the
5. How did the fox get out of the well? children alike.
6. Why did the goat decided to jump Oh if they could dance and if they
into the well? could play
7. If you were the goat, will you do Altogether what a wonderful day!
the same?
Some could come sailing and some
8. If you were the fox, will you do could just hike!
the same?
So much would be different- The
children alike.
9. What is the moral of the story?
-Using the Clustering Organizer,
discuss how children from different
B. Enumerate the story grammar of parts of the world differ from each
the selection read. other.
-Characters: The Fox and the Goat
-Settings: at the well yel Color r
lo
of
-Plot: The goat saw the Fox dinking at
and brown with some scorched the well so the goat did the same hu

spots from the coals over which he without giving a second thought. In the
was roasted. end the goat left at the well all by
Childr
“What a fine, fat shrimp!” himself. Country
en
explained the persons around
Types of of

Shelter Aroun
the dining table. -What does the author want us to feel?
“It’s the best shrimp I’ve ever fl

tasted!” said the person who picked -What do you think is the purpose of
up the barbeque stick and cut up the the author in writing the story?
shrimp, after putting a little portion in Forms of
Clothing

his mouth. The boastful, young

kim

shrimp got
his wish at last to be admired
by humans.

E. Discussing new concepts
and practicing new skills #2
B. Answer the Comprehension
Check- up.
1. Describe the Shrimp based on
his outer and inner appearance.
2. Why did the old shrimp advised
the boastful shrimp not to display
the latter’s shell too much?
3. Did the boastful shrimp listen to
his advice? Why?
4. What happened to him?
5. What lesson did you learn from
the selection?
-Explain answers by giving
one’s opinion and supporting
idea
Group Work
Each group will have the review of
the selection listened to.
A graphic organizer is used in
presenting and developing the skill.
The teacher asks each group on
action taken by the boastful shrimp
and later asks for inferences on
alternative actions.
-What did we do to be able to give
alternative actions to the action
taken by the character in the story
they read.
-Presentation of each group
What is a Fable? Present a Bubble Talk.
Teacher calls on three pupils to act out
(The Fable is a short fictional story that the dialogue and complete the indirect
is characterized by animals and it command or request.
always gives us a lesson in life.) A.
Grandfather: “Obey your parents, Jojo”.
-What is the purpose of a fable?
Jojo: “Yes Lolo”.
(The purpose of a fable is to entertain Shiella: Obey your parents,
and to inform.)
Jojo. B.
-What makes it unique?
(It is characterized by animals having Millie: “Rizza, Please help me finish
the attributes of humans.) my homework”.
Rizza: “Sure”.
The teacher reads 10 statements and
the pupils will identify whether it is a Raffy:
fact or a bluff. (FACT OR BLUFF Millie Rizza finish
CARD) project Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish
Bluff 2. The goat is a friend to the fox. her project.
Fact 3. The fox belongs to the dog
family.
-Let pupils label the sub clusters.
Can you give reasons why they
have different complexions?
(They came from different parts of
the world)
Cite countries and their skin
color. ( Filipinos have brown
complexion, China and Japan
have yellow complexion,
Americans have white
complexion, Africans have
black complexions)
-Locate using map or globe
where these children are
found.
Use your own graphic organizer, Group Work:
and supply the missing details Each group will share an instance in
asked by each sub topic. their life when they experienced the
A. SHELTER tactlessness of a certain person.
B. CLOTHES How they reacted on it.
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN
.
Children Around
the world
Fact 4. The goat is a hog.

Fact 5. The fable is fictional.

 Fact 6. Animals have their own
ways of communicating with one
another.

Fact 7. All fables give a lesson in life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter than a goat.

Fact 10. In the story, the

F. Developing mastery Enumerate the characters in the
story. ( The Shrimp, The Old
Shrimp)
-What line in the story tells about the
characteristics of the shrimp?
-What part of the story you liked best?
fox is representing the
smart people.
Enumerate the different purposes The teacher gives request and GROUP WORK Create a simple skit that
of a selection. command statements. Present a Fishbone Mapping shows tactfulness in school.
Graphic Organizer. Checking.
-to entertain Fill in the blanks the missing words to Provide the needed data or
complete the sentences. Letters A to D details to conclude the general
-to inform concept of children of the world
A. Rico said, “Eric waters the plants”. similarities and differences.
-to persuade Similarities and differences of
-Rico water the Children of the World
the Plants.

B. Liza said, “Please check the papers

for me, Annie.”

-Liza Annie the papers for

.

C. Mr. Mirasol said, “Jose, submit your

project early tomorrow.”

-Mr. Mirasol Jose project

early tomorrow.

D. The maid said, “Please stay in your

room, children.”
Each group will present each work.
- The maid the children stay in Explain why they chose the
room. said organizer.
Answers:
1. Rico ordered Eric to water the plants.
2. Liza asked Annie to check the papers
for her.
3. Mr. Mirasol told Jose to submit his project

G. Finding practical
applications of concepts and
skills in daily living
A. FIND THE GEMS:
-Read the story of the selection
The Story of the Tiny Frog.
GROUP WORK: Group the pupils
into four.
-Group I is assigned to look for
the Characters in the story.
-Group II is assigned to look for the
Settings.
-Group III is assigned to look for
the Plot by sequencing the
events in the story in five
sentences.
- Group IV is assigned to look for the
Theme of the Story.
-Write each output in the Manila
Paper and each groupo will assign a
presentor in front of the class.
-The teacher gives the final
correction/ clarification after each
presentor.
The Story of The Tiny Frog
There once was a bunch of tiny
frogs who got together to arrange
a competition to reach to the top
of the highest tower in town.
As the date for the competition was
announced, the news spread
everywhere and crowd in large
numbers gathered around the tower
to see this interesting competition
and cheer on the contestants. The
crowd did not really believe any of
these little frogs were going to make
it to the top of the tower. Yet they
were curious…
The competition began, the frogs
quickly started to ascend and the
crowd cheered!
As a few moments passed,
someone from the crowd shouted,
"Not a chance that they will
succeed! The tower is too high!"
Another spectator said, "Yes, they
will never make it to the top. It's
way too difficult!"
As the competition continued, some
early tomorrow.
4. The maid requested the children to stay
in their room.
ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think
Prepare an outline about how you of a situation.
- Group the pupils into 3 to role play Find a partner and create a usual want to spend your Christmas using Deliver a one minute dialogue using
the selection below. scenario in class that shows the use of a the clustering of ideas. the tactful way of communicating with
-Group I to entertain command and request in direct and Checking after immediate others. The teacher checks the
indirect discourse. submission of work. activity immediately using the
-Group II to persuade or convince. Each tandem is expected to present RUBRIC.
-Group III to inform their work in one minute.
A Raven and a Swan The teacher checks the pupils work
e immediately. Using the Rubric for making
A Raven, which you know is black as a dialogue.
coal, was envious of the Swan,
because her feathers were as white
as the purest snow. The foolish bird
got the idea that if he lived like the
Swan, swimming and diving all day
long and eating the weeds and plants
that grow in the water, his feathers
would turn white like the Swan's. So
he left his home in the woods and
fields and flew down to live on the
lakes and in the marshes. But though
he washed and washed all day long,
almost drowning himself at it, his
feathers remained as black as ever.
And as the water weeds he ate did not
agree with him, he got thinner and
thinner, and at last he died.
B. The teacher uses the Rubrics
below for checking the role play.
Role-Play Rubric BLM G–17 Name:
Date:
Activity:
Role
played:
Assessment done by:
Criteria: Rating:
Speech was clear with appropriate
volume and inflection. 5 4 3 2 1 Role
of the tiny frogs began collapsing.
One by
was played in a
convincing, consistent manner. 5 4 3
2 1 Arguments and viewpoints
expressed fit
role played. 5 4 3 2 1 Costumes and
 one… tired… exhausted… But the props were effectively used. 5 4 3 2
race continued… as those who still 1 Role-play was well prepared and
had the fight left, passionately organized. 5 4 3 2 1 Role-play
continued to climb higher and captured
higher… and maintained audience interest. 5 4 3
In the excitement and anxiety the 2
crowd continued to yell, "It is too 1 Additional Criteria:
difficult. No one will make it!"
More tiny frogs got tired and gave
up. They all continued to give up
one by one, until there was only
ONE little frog left in the competition
who continued to climb higher and
higher and higher… This one
wouldn’t give up!
This one tiny frog who, after a big
effort was the only one who reached
the top! This little soul was the
winner! He made it! He got the glory!
Naturally, everyone wanted to know
how this one tiny frog managed to Comments:
pull it off when every other
contestant gave up. Everybody
wanted to know how this tiny frog
had found the strength to reach this
goal that everyone else thought it
was impossible. So, they asked
questions.
It turned out that the winner was deaf
H. Making generalizations Ask: How do we get the Pupils will state the Fable’s concepts. Ask: What is Command? What is Request? Ask: What is the importance Ask; How do we show
and abstractions about the significant details in the story -What is a direct discourse? of organizing ideas through tactfulness in communicating
lesson read? Concept Formation: -What is indirect discourse? graphic organizer? with others?
Fable is a fictional story that has a Concept Formation: The clustering Concept Formation:
Concept Formation: Noting the purpose of entertaining and informing Concept Formation: graphic organizer shows and 1. Be honest but always consider the
significant detail is reading between the readers. It is peopled by animals In the reported command, the verb “said” separates the developed ideas from feelings of others. There are many
the lines to get the main idea of the that are capable of talking and is not used, instead, “told”. The word “to” is other ideas. The use of the CGO ways in communicating without
story, how it started, developed and expressing feelings as humans added before the verb. provides the organization of ideas hurting the feelings of others.
ended with the help of the easy to understand, making learning
characters and other elements of -In reporting request, the verb more enjoyable
the story. “asked” or “requested” is used .
instead of “told”. The word “please” is
dropped.

The quotation marks are dropped.

Necessary changes are made in

the pronouns.

Exampl
es:
Direct:

I. Evaluating learning Number each statement according
on how the story happened.
The old shrimp advised the
handsome shrimp not to show off
too much.
When one day a fisherman
was looking for a good catch.
The handsome Shrimp
starts to brag about his
handsomeness and athletic figure.
He was caught by fishing
net of the fisherman.
The boastful shrimp was
cooked and eaten at lunch.
J. Additional activities Read a short story or dialogue.
for application or Write the plot in 5 sentences.
remediation
-Be ready to share it in class.
The teacher will read the selections
orally and the pupils will identify its
purpose.
1. Ultra was lying down on the back
porch when suddenly his friend Kitten
went to him and she invited him to visit
their friend Sky at the pen.
2. The Frog went out for she hate
himself for being useless. He couldn’t
croak and jump. After he fell into a
deep well and was about to face his
death, he was able to bring his best
and did even better. He is certain that
no one could help us except our own
self.
3. The Free Bird cried, “My Darling
sing the song of the woodlands.”
The caged bird said, “Sit by my side; I’ll
teach you the speech of the learned.”
4. There was a turtle that couldn’t
stop talking and the geese made a
challenge to bring her to the nice
place if she could promise not to talk
because she will be carrying a stick
on her mouth. The turtle agreed and
so they flew to the place. They heard
people saying something about them
and the turtle spoke. She fell dead on
the ground.
5. The monkey who was so wise
ate all the bananas and went down
without noticing the thorns planted
by his friend
turtle. His selfishness ruined him.
Read another fable and fill up the
1. “Put down your
bag,” mother said to
Leo.
2. “Please try the other button,” Lyka said.
Read the short paragraph below. Follow
what you are asked to do.
It was vacation time. Being the eldest,
Lina was assigned by her mother to clean
the house. In order to finish early, she
called her brothers and sisters to help her.
Identify her statement if it is a
command or request then transform
each into a reported form.
1. “Kevin, please dust the
furniture”.
2. “Susie, arrange the books
and magazines”.
3. “Husk the floor, Ruben.”
4. “Help me put some plants
inside, Roy”.
5. “Please be careful with the
plates, Susie”.
Read and tell what the person in
each sentence said.
1. Father said, “Avoid playing near the
pool, John”.
2. “Please help me with my toy, Sandy”,
Sam said.
3. “Pray before sleeping Ela”, aunt
Norma said.
4. Estella said, “Please allow me to visit
my friend, Grandma.”
Use a graphic aid to organize the
ideas in the given paragraph.
Provide a Title to the
paragraph. pp.428-429
1. The Filipino is a very respectful
person. He shows due respect to
his parents, elders and to people
in authority. He never misses
saying the word “po” and “opo”.
This is a Filipino way
Of showing respect, which we are
very proud of. He kisses the hands
of parents and grandparents as a
unique way of showing respect to
elders. He calls his older brother
“Kuya and his older sister “ate”.
Write a paragraph from the given
topics and present it to the class
using a graphic organizer.
A. Effect of Smoking on One’s Health
B. Students’ Addiction to
Internet Gaming
C. How Do You Celebrate Christmas?
Write T if it shows tactfulness for
each situation.
1. Kindly do your work on
time because it can help in our
performance rating.
2. Work fast, you waste our
time.
3. We can finish the task on
time if we will help each other.
4. It is much better if we
are a help than a burden to other,
5. Speak like no one is
listening to you.
Cut out a comic strip and
compose a comic balloon for each
conversation. Always use a tactful
way of communicating your
thoughts and feelings.
SWBS Chart meeting the details in 5. “Proceed to my office” the Principal said.
the story.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who
scored below 80%.
C. Did the remedial lessons work?
No.
of learners who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I
wish to share with other teachers?